sample material from the human body unit. - nelson bc tr uniflip...sample material from the human...

9780176333546

Sample material from the Human Body unit. This Teacher’s Resource sampler includes:

Welcome to Nelson Literacy................................... 4 Instructional Framework: Grade 5 ......................... 6 Introducing the Unit................................................. 8 Planning the Unit ..................................................... 8 Launching the Unit ................................................ 12 Let’s Talk: Human Body Match Up....................... 14 Lesson Plan: Building Blocks .............................. 17

Understanding Reading Strategies

Lesson Plan: Sickening Skin................................ 23 Applying Strategies

Teacher’s Resource

NEL4 Nelson Literacy 5 Teacher’s Resource: The Human Body

Welcome to Nelson Literacy

Features of this Teacher’s Resource

• Planning support to assist you in developing a comprehensiveliteracy program for your students

Instructional approaches that facilitate a gradual release ofresponsibility, from teacher modelling to guided and independentexperiences in all the language arts, based on the BC EnglishLanguage Arts IRP 2006

Assessment tools that help guide instruction

Differentiated instruction to meet individual needs, based on datagathered from observation and formative assessment

Curriculum-area units directly aligned to BC’s Grade 5 SocialStudies, Science, and Health and Career Education to helpimprove students’ literacy skills in content areas

Opportunities for in-depth study and enjoyment of a variety ofliterary forms, text types, and structures in fiction and non-fiction

Word study and vocabulary development strategies

An Instructional Framework chart (Teacher’s Resource pages 6–7)outlining the instructional focuses in each unit

Teaching a Unit: A Quick Tour

STEP 1 Begin with the planning tools in “Introducing the Unit”(Teacher’s Resource pages 8–11)• Refer to the Unit-at-a-Glance chart on pages 8–9, which outlines

each lesson focus and instructional approach, the BC PrescribedLearning Outcomes, and available assessment tools.

• Read the suggestions in the sections Planning the Unit, OngoingActivities, What You Need, and Family and CommunityConnections.

STEP 2 Use “Launching the Unit” and “Let’s Talk” (Teacher’sResource pages 12–15) to get started with students• Start with the Accessing Prior Knowledge activity on Teacher’s

Resource page 12.

• Draw students’ attention to the learning goals on the unit openerpage (Student Book 5a, page 41) to preview the focus of instructionand assessment.

• Then use the Let’s Talk spread (Student Book 5a, pages 42–43) toengage students and access prior knowledge.

• Use the Read-Aloud selection “The Amazing Human Body” (foundin the Transparencies for Teacher Modelling).

01U2HumanBody 7/9/08 11:20 AM Page 4

NEL 5Welcome to Nelson Literacy

STEP 3 Use Transparencies for Teacher Modelling• Use the Read-Aloud and the accompanying discussion prompts to

introduce and model the strategy for students.

• Use the transparency with the accompanying think-alouds forguided practice and teacher modelling of strategies.

STEP 4 Use the Unit Lesson Plans• Note that every lesson begins with an overview page that identifies

BC Prescribed Learning Outcomes and previews the Assessmentfor Learning in the lesson, which outlines ongoing observation,ideas for differentiating instruction, and assessment tools.

• Each lesson is organized in a Before/During/After format, withpages from the Student Book conveniently reproduced.

• There are two kinds of lesson plans:

– Understanding Strategies lessons (e.g., Teacher’s Resourcepages 17–22) provide explicit instruction in using a strategy inone of the English Language Arts Organizers. This type oflesson usually begins with a teacher-modelled experience.

– This is followed by an Applying Strategies lesson (e.g., Teacher’sResource pages 23–27), which provides guided andindependent practice with the strategy.

• Each lesson provides multiple opportunities for students to speak,listen, read and view, write and represent, and develop medialiteracy. Special features include Differentiated Instruction,Vocabulary, Word Study, and Writing Mini-lessons.

• Each lesson engages students in meaningful group, partner, andindependent work, often supported by blackline masters (found atthe back of this Teacher’s Resource).

• Assessment materials on the closing page of each lesson includesuggestions for checking progress and next steps, accompanied bya rubric strip for formative assessment.

STEP 5 Conclude the Unit with the “Putting It All Together”lesson (Teacher’s Resource pages 62–68)• This lesson helps students apply and reflect on all the strategies

developed in the unit, and assists in developing a profile of eachstudent to guide instruction.

• After completing the selection lesson plan with students, refer tothe assessment section (Teacher’s Resource pages 67–68), whichprovides a reading response and integrated English Language Artsperformance task for summative assessment. The task is supportedby rubrics available on blackline masters. Also featured are ideas forreflecting back on the learning in the unit, student self-assessment,and goal setting.



5b

Instructional Framework: Grade 5

5a

ORAL LANGUAGE(Speaking andListening)

Active Listening/InteractiveStrategies• Use courtesies

appropriate foraudience andpurpose

ComprehensionStrategies• Realize that your

personal feelingsaffect yourreaction to whatyou hear

AppropriateLanguage• Use appropriate

words andphrases toengage theinterest of youraudience

DemonstratingUnderstanding• Distinguish

between mainideas andsupportingdetails

MakingInferences• Use stated and

implied ideas tomake inferences

Active Listening/InteractiveStrategies• Use appropriate

speakingbehaviours in avariety ofsituations

READING/VIEWING

Activating PriorKnowledge/MakingConnections• Make

connections toself and texts

Visualizing• Make pictures in

your mind toclarify concepts

Predicting• Make and check

predictions

Finding ImportantIdeas• Identify main

topic andsupportingdetails

MakingInferences• Use stated and

implied ideas tomake inferencesand constructmeaning

Questioning• Ask questions to

clarify ideas andfocus reading

➤Text Patterns and Features

Text Pattern• Narrative

Text Form• Mystery story,

episodic text,illustration

Text Pattern• Description

Text Form• Informational

explanation,informationalreport, shortstory, photo-match game

Text Features• Timelines


report, factualrecount,informationalexplanation,illustration

Text Pattern• Cause/Effect

Text Form• Persuasive text,

informationalexplanation,procedural text,illustration


Text Form• Historical fiction,

poem, illustration

Text Features• Graphs/charts


explanation,survey report,correspondence,informationalreport, game

➤Word Study Form and Style• Personification;

compoundsentences

LanguageConventions• Word patterns,

syllabification;commas,quotation marks;verbs

Form and Style• Similes

LanguageConventions• Compound

words; dictionaryskills;conjunctions,adverbs

Form and Style• Sentence

patterns

LanguageConventions• Suffixes; word

origins,dictionary skills;nouns, pronouns

LanguageConventions• Word patterns,

base words;synonyms,schwa symbol;adjectives

Form and Style• Descriptive

language

LanguageConventions• Suffixes; word

meanings;synonyms;prepositions,contractions

Form and Style• Comparative

adjectives

LanguageConventions• Word patterns;

prefixes;quotation marks;verbs

WRITING/REPRESENTING

Trait• Ideas: Narrow

the focus

Process• Generate, gather,

and organizeideas

Trait• Ideas: Expand

sketchy writing

Process• Generate, gather,

and organizeideas

Trait• Organization:

Stay on topic

Process• Draft and Revise

Trait• Organization:

Chooseorganizationalpatterns


Trait• Voice: Match

voice to purpose


Trait• Voice: Put voice

into expositorywriting


➤Media Purpose andAudience• Identify purpose

and audience fora variety of bookcovers

Media Forms• Identify the

characteristics ofmagazinearticles

Conventions andTechniques• Explain how

conventions areused to conveymeaning inbrochures

Making Inferences/InterpretingMessages• Use overt/implied

messages in adsto makeinferences andconstruct meaning

AudienceResponses• Explain why

differentaudiences mightresponddifferently to thesame media text

Media Forms• Describe in detail

the mainelements ofsome publicserviceannouncements

MYSTERY Literature

THE HUMAN BODYScience

BUILDING OURPROVINCESocial Studies

MAKING CHOICES Health andCareer Education

HISTORICALFICTIONLiterature

RENEWABLE ANDNON-RENEWABLERESOURCESScience

01U2HumanBody 7/11/08 12:32 PM Page 6

NEL 7Instructional Framework: Grade 5

5c5b

ExtendingUnderstanding• Make

connections toprint and visualtexts

AppropriateLanguage• Use language to

elaborate andadd detail

Vocal Skills andStrategies/Non-Verbal Cues• Use expression

and toneappropriate topurpose

DemonstratingUnderstanding/Clarity andCoherence• Demonstrate

understanding oforal text bysummarizingimportant ideas

Active Listening/InteractiveStrategies• Affirm and build

on the ideas ofothers to solveproblems orresolve conflicts

PresentationStrategies/Clarityand Coherence• Communicate in

a clear, coherentmanner for anoral report

CITIZENSHIP ANDGOVERNMENTSocial Studies

RESOURCESIN BRITISHCOLUMBIAScience

HUMOURLiterature

COMING TOCANADASocialStudies

MAKING ADIFFERENCEHealth and Career Education

SIMPLE ANDCOMPOUNDMACHINESScience

Summarizing• Summarize main

ideas using alogicalorganizationalpattern

MonitoringComprehension• Clarify the

meaning ofwords andconcepts andcheckunderstanding

Retelling• Retell a story

using a logicalorganizationalpattern

MakingInferences• Draw inferences

from cues in thetext to generateconclusions

Evaluating• Make judgments

and drawconclusionsabout how theauthorcommunicatesthe message

Synthesizing• Synthesize

information fromtwo pieces oftext on the sametopic

Text Pattern• Sequence


report, newspaperreport, persuasivetext, proceduraltext,correspondence,photo collage

Text Pattern• Question/Answer


explanation,procedural text,illustration


Text Form• Humour fiction,

graphic story

Text Features• Sidebars


explanation,informationalreport, diary,photo collage

Text Pattern• Problem/Solution

Text Form• Contemporary

fiction, play,factual recount,speech,persuasive text,newspaperheadlines

Text Pattern• Compare/

Contrast


explanation, TVnews report,illustration

LanguageConventions• Prefixes, suffixes;

word meanings,dictionary skills;capitalization;pronouns


irregular plurals,suffixes;antonyms;parentheses

Form and Style• Idioms, similes;

compoundsentences

LanguageConventions• Commas; verbs,

adjectives

Form and Style• Superlative

adjectives;alliteration


base words,suffixes; wordmeanings

Form and Style• Similes

LanguageConventions• Compound

words; wordmeanings;quotation marks,dashes,capitalization

Form and Style• Sentence

patterns


dictionary skills;commas

Trait • Word Choice:

Eliminatewordiness


Trait• Word Choice: Use

synonyms andantonyms toenhance meaning


Trait• Fluency: Create

dialogue


Trait• Fluency: Vary

sentence length


Trait • Conventions:

Distinguishbetween revisingand editing

Process• Edit and Proofread

Trait• Publishing: Use

illustrations andphotos for effec-tive presentation

Process• Publish/Share


conventions ofsigns are used tocreate meaning

Point of View• Recognize that

different mediatexts reflectdifferent pointsof view

Responding toand EvaluatingTexts• Express opinions

about ideas,themes, andissues presentedin movie reviews


conventions ofonlinemagazines helpconvey meaning

Point of View• Identify point of

view in variousmedia texts

Media Forms• Describe in detail

the mainelements of abroadcast

01U2HumanBody 7/11/08 12:33 PM Page 7

Introducing the UnitPlanning the Unit

UNIT OVERVIEW

In this unit, students learn about theskin, brain, skeleton, heart, andmuscles. As students read theinformational explanations andreport, short story, and magazinearticle, they develop

• the reading comprehensionstrategy of visualizing

• the ability to identifycharacteristics of descriptive textpattern

• the writing strategy of expandingsketchy writing

• an understanding of thecharacteristics of magazine articles

• the listening strategy of makingconnections while they listen

• word study skills, including using apronunciation guide, similes,conjunctions, compound words,and adverbs of time

OPPORTUNITIES FOR INTEGRATEDINSTRUCTION: SCIENCE

The purpose of this unit is toprovide opportunities for students todevelop language skills in allorganizers while working in thecontent area of Science. While theunit has strong links to the Sciencecurriculum for Life Science: Human Body, it does not delivercomprehensive coverage of theScience curriculum.

Teachers can make links to thefollowing Life Science: Human BodyPrescribed Learning Outcomes:

• Describe the basic structures andfunctions of different body systems

• Explain how the different bodysystems are interconnected

• Illustrate the human respiratory,digestive, circulatory, skeletal,muscular, and nervous systems

Launching the UnitLet’s Talk

Read-Aloud“The Amazing Human Body” Transparencies for

Teacher Modelling“Human Body Match Up” SB 5a, pp. 42–43;

TR pp. 14–15

Understanding Reading Strategies:Visualizing

Teacher Modelling/Guided PracticeTransparency 6: Travelling Blood“Building Blocks” SB 5a, pp. 44–47; TR pp. 17–22

INSTRUCTIONAL APPROACHES/RESOURCESLESSON INSTRUCTIONAL FOCUS

Applying Strategies:Visualizing

Guided or Independent Reading/Viewing“Sickening Skin” SB 5a, pp. 48–49; TR pp. 23–27Guided and Independent Reading Kit

Understanding Text Patterns:Identifying Characteristics of DescriptiveText Pattern

Teacher Modelling/Guided PracticeTransparency 7: Control Centre—The Brain“A Kid’s Guide to the Brain” SB 5a, pp. 50–53;

TR pp. 29–35

Applying Strategies:Identifying Characteristics of DescriptiveText Pattern

Guided or Independent Reading/Viewing“Bony Framework” SB 5a, pp. 54–55;

TR pp. 36–40Guided and Independent Reading Kit

Understanding Writing Strategies:Expanding Sketchy Writing

Modelled Writing/RepresentingTransparency 8: Expanding Sketchy Writing“Expanding Sketchy Writing” SB 5a, p. 56;

TR pp. 41–45Shared Writing/Representing, TR p. 43Guided or Independent Writing/Representing,

TR p. 44

Applying Strategies:Reading Like a Writer

Guided or Independent Reading/Viewing“Here’s to New Technology” SB 5a, pp. 57–59;

TR pp. 46–51Independent Writing/Representing, TR p. 50

Understanding Media:Identifying Characteristics of MagazineArticles

Teacher Modelling/Guided PracticeTransparency 9: Magazine Messages“Magazine Messages” SB 5a, pp. 60–61;

TR pp. 52–57Independent Reading/Viewing“Magazine Messages” SB 5a, pp. 62–63; TR p. 56

Understanding Listening Strategies: MakingConnections While You Listen

Teacher Modelling/Guided PracticeTransparency 10: Making Connections

While You Listen“Making Connections While You Listen” SB 5a,

p. 64; TR pp. 58–61

Putting It All Together Summative Assessment“Body Works” SB 5a, pp. 65–68; TR pp. 62–68


Unit at a Glance

SB = Student Book TR = Teacher’s Resource


Student Book 5a, pages 41–68

OL Select and use strategies to make and clarify meaning/makepredictions/ listen for specifics

R/V Select and use strategies to develop understanding of textR/V Use strategies during reading/viewing to make connections

Key Assessment QuestionsBLM 2, BLM 3BLM 5: Strategy Rubric Strip—Visualizing

OL Explore/express/present a range of ideas, information, and feelingsR/V Select and use strategies to develop understanding of textR/V Use strategies to make connectionsW/R Use strategies to check work against established criteria

Demonstration TaskKey Assessment QuestionBLM 2, BLM 3, BLM 5BLM 4: Self-Assessment Checklist and Personal Goal Setting

OL Explore/express/present a range of ideas, information, and feelings R/V Use strategies to summarize/synthesizeR/V Explain how structures and features of text work to develop meaningW/R Use strategies to consult reference materials/access information

Key Assessment QuestionsBLM 2, BLM 3BLM 7: Strategy Rubric Strip—Identifying Characteristics of Descriptive

Text Pattern

OL Explore/express/present a range of ideas, information, and feelingsR/V Explain how structures and features of text work to develop meaningW/R Create visual representations that organize key ideasW/R Use strategies to consult reference materials/access information

Demonstration TaskKey Assessment QuestionBLM 2, BLM 3, BLM 4, BLM 7

OL Explore/express/present a range of ideas, information, and feelings W/R Use strategies to consult reference materials/access informationW/R Use strategies to check work against established criteriaW/R Use strategies to revise to enhance writing

Demonstration TaskKey Assessment QuestionBLM 2, BLM 3BLM 10: Strategy Rubric Strip—Expanding Sketchy WritingBLM 11: Writing Process Assessment Checklist

OL Explore/express/present a range of ideas, information, and feelingsR/V Use strategies to set a purpose and consider personal goals W/R Use strategies to consult reference materials/access informationW/R Use strategies to check work against established criteriaW/R Use strategies to revise to enhance writing

Demonstration TaskKey Assessment QuestionsBLM 2, BLM 3, BLM 4, BLM 10

OL Explore/express/present a range of ideas, information, and feelingsR/V Read and show comprehension of reports/articles from magazinesR/V Explain how structures and features of text work to develop meaning

Demonstration TaskKey Assessment QuestionBLM 2, BLM 3, BLM 4BLM 12: Strategy Rubric Strip—Identifying Characteristics of Magazine

Articles

OL Explore/express/present a range of ideas, information, and feelingsOL Listen purposefully to understand ideas and informationOL Use strategies to make/share connections while listening

Demonstration TaskKey Assessment QuestionBLM 2, BLM 3, BLM 4BLM 13: Demonstration Task—Making Connections While You ListenBLM 14: Strategy Rubric Strip—Making Connections While You Listen

OL Listen purposefully to understand ideas and informationR/V Read fluently/demonstrate comprehension of grade-appropriate textsR/V Select and use strategies to construct/monitor/confirm meaningW/R Write a variety of clear, focussed writing that demonstrates

connections to personal experiences/ideas/opinionsW/R Create meaningful visual representations for a variety of purposes

and audiences

BLM 4BLM 15: Reading Response FormBLM 16: Reading Record FormBLM 17: Performance Task—Creating a Magazine ArticleBLM 18: Reading Response and Performance Task Rubric

OL Explore, express, and present a range of ideas/information/feelingsOL Listen purposefully to understand ideas and informationR/V Select and use strategies to develop understanding of text

BLM 2: Oral Language Tracking SheetBLM 3: Small-Group Observation Tracking Sheet

PRESCRIBED LEARNING OUTCOMES ASSESSMENT AND ASSESSMENT TOOLS

NEL 9Planning the Unit


OPPORTUNITIES FORWRITING/REPRESENTING

Throughout this unit, students havenumerous opportunities to practiseplanning and drafting using a varietyof forms. Their work in progressshould be stored in their writingfolders. Consider asking students toselect one or two pieces to revise, edit,and publish. You may wish to useBLM 11: Writing Process AssessmentChecklist to assess students’ work atvarious stages of writing.

A mini-lesson is provided in eachunit to help you develop students’writing skills. This unit includes themini-lesson Drafting: UsingFigurative Language (page 45).Consult the Nelson Literacy Overviewfor a list of mini-lessons that can beused to support students as theywork through the writing process.

ASSESSMENT AND ASSESSMENTDATA

The instructional focuses of the unitare the focuses for assessment:visualizing, identifying characteristicsof descriptive text pattern,expanding sketchy writing,identifying characteristics ofmagazine articles, and makingconnections while listening.

Throughout the unit, there aremultiple opportunities to observe asstudents learn, practise, anddemonstrate target strategies.Formative assessment data(generated by discussionopportunities, Key AssessmentQuestions, and DemonstrationTasks) can be recorded on specificassessment tools. By analyzing thedata, you can guide studentsthrough subsequent lessons with thecorrect level of support. The datacan help you plan for instruction,differentiate instruction, and beginto make evaluative decisions aboutstudents’ progress for reportingpurposes.

The Performance Task providesvaluable summative assessment datathat can be used for reporting and

for communicating with parents,caregivers, and administrators.

Students are invited to assess theirown learning throughout the unit.They can use their self-assessmentdata to make adaptations to theirlearning and to set personal goalsfor future learning.

ASSESSMENT TOOLS

• Oral Language Tracking Sheet(BLM 2): You may use thistracking sheet when observingstudents during the unit launchand periodically throughout theunit. Taking multipleopportunities to focus on a smallnumber of students at a timeallows you to observe everystudent over the course of theunit.

• Small-Group ObservationTracking Sheet (BLM 3): This toolcan be used to monitor and makenotes on students’ participation invarious small-group activities in allthe organizers: oral language,reading and viewing, and writingand representing.

• Strategy Rubric Strips (BLMs 5, 7,10, 12, 14): These help facilitaterecording and updating studentachievement data over the courseof the unit. Each rubric stripfocuses on one strategy, and hasmultiple checkboxes so you canreuse this tool every time thestudent is required to demonstratethe target strategy. Use the rubricstrips to determine the correctlevel of support for students insubsequent lessons and to plotstudents’ progress over the courseof the unit.

• Reading Response andPerformance Task Rubric (BLM 18): Intended for use at theend of the unit, this rubric is forrecording assessments of studentachievement in oral language,reading, and writing skills. Thedata can be used as a summativemeasure of students’ ability todemonstrate the strategies and

skills taught in the unit as a whole.The rubric facilitates reporting,and links to the PerformanceStandards.

• Self-Assessment Checklist andPersonal Goal Setting (BLM 4):Throughout the unit, students are invited to assess their ownability to use the strategies taughtin the unit. They can use their self-assessment data to makeadaptations to their learning andto set personal goals for futurelearning.

• Metacognition: The ability to thinkabout and reflect on one’s ownthinking and learning processes isa key skill for successful learners.Metacognition is a crucial step inthe self-assessment process. Everyunit in Nelson Literacy 5 engagesstudents in metacognitive activitiesby means of Reflect On questionsin the Student Book, recurring self-assessment opportunities withineach lesson, and the Criteria forSuccess self-assessment checklistincluded in the Performance Task(see BLM 17: Performance Task—Creating a Magazine Article).

Ongoing ActivitiesThe following activities can beundertaken at any time and revisitedthroughout the unit.

VOCABULARY DEVELOPMENT:BUILDING A WORD WALL

1. Create two word lists at thebeginning of the unit to helpstudents build vocabulary. Useone list to capture key contentwords related to the study of thehuman body. Focus on wordsstudents are likely to encounterin Science in the years to come.Use the second list to highlightverbs that aid visualization. Writethe words from each list oncards and post them on the wall.

2. Invite students to suggestadditional words for the wordwall. Refer students to the word



What You Need

NEL 11Planning the Unit

wall as they talk and write aboutthe human body. Your classword wall might look somethinglike the following.

VOCABULARY STRATEGIES

Vocabulary strategies are introducedin some of the lessons. As each newstrategy is introduced, record it on aclass list of vocabulary strategies.Encourage students to refer to thislist whenever they encounter anunfamiliar word in their reading.From time to time, model thestrategies on this list while workingon other curriculum subjects.

CREATING A HUMAN BODYBULLETIN BOARD

1. Post a large outline drawing ofthe human body on a classroombulletin board.

2. As you read and discuss the unitselections, encourage studentsto write relevant facts andvocabulary related to humanbody parts and systems on cards.Invite them to post these cardsaround the outline drawing, andprovide them with string or yarnto connect each card to therelevant body part on thedrawing.

3. Ask students to bring in newsarticles and clippings related tothe human body and humanorgan systems to post on thebulletin board. Mount theinformation students gather oncards and post each card as instep 2.

4. When an array of interestingfacts and vocabulary fromdifferent sources has beenposted, ask:

• What new facts about thehuman body did you findmost interesting?

Family andCommunityConnectionsStudents benefit from the activeengagement of family members andcommunity partners in their learning.Family members can talk withstudents and engage in activities thatenhance the relevance of the unitcontent. Their interest motivatesstudent achievement and facilitatescommunication with the school aboutperformance. Community memberscan help expand students’ knowledgeand understanding as they learnabout the structure and function ofmajor organ systems in the humanbody. Invite a guest speaker such as anurse, doctor, gym teacher, fitnessinstructor, athlete, or sports medicinespecialist to visit your classroom. Asone tool in establishing acommunication link with familymembers and the community beyondthe school, you may wish to reproduceor adapt the letter toparents/guardians in BLM 1: Familyand Community Connections.

Key Content Words

cell tissues plasmaskeletal muscular digestivecirculatory respiratory nervousepidermis dermis arteriesveins

Verbs That Help You Visualize

tighten floating pumpchurning zoom pressingcrisscross crackling graspgrip trudged jarringbeating

NELSON LITERACY COMPONENTS OTHER NELSON RESOURCES OTHER RESOURCES

Student Book 5aThe Human Body Teacher’s ResourceTransparencies for Teacher ModellingGuided and Independent Reading KitAudio CD

Boldprint 5: Head to Toe: The Human Body

PM Library, Ruby Level: Sports on Wheels

PM Library, Silver Level: Skating at Rainbow Lake The Walkathon

PM+, Sapphire Level: The Dreaming Place

Power Magazine, Volume 4: BasketballCome On, Canada!Over the Long Distance Water Sports

Power Magazine, Volume 5:Rescue Missions Save It, Use It

Skyrider Chapter Books 4: The Sky’s the Limit

Baeuerle, Patrick. A., and N. Landa. TheCell Works: Microexplorers. Hauppauge,NY: Barron’s Educational Series, 1997.

Furgang, Kathy. My Heart. New York:Rosen, 2001.

Ganeri, Anita. Your Brain. Milwaukee, WI:Gareth Stevens, 2003.

Parker, Steve. Look at Your Body: Skeleton.Brookfield, CT: Copper Beech Books,1996.

Rockwell, Lizzy. The Busy Body Book. NewYork: Crown, 2004.

Sweeney, Joan. Me and My Amazing Body.New York: Crown, 1999.

Visual Dictionary of the Human Body.Toronto: Stoddard, 1994.

Young Discoverers: The Human Body. NewYork: Kingfisher Publications, 1996.



Launching the Unit

ACCESSING PRIOR KNOWLEDGE

1. Ask students to write thenumbers 1 to 10 vertically on apiece of paper. Tell them thatyou are going to read them a listof statements about the humanbody, and that you want them todecide whether each statementis true or false and write downtheir answers. Read:

• A human being loses anaverage of 40 to 100 strandsof hair a day.

• Every time you lick a stamp,you’re consuming 1/10 of acalorie.

• By the time you turn 70, yourheart will have beat some 2.5 billion times (figuring onan average of 70 beats perminute).

• A sneeze can exceed thespeed of 160 km per hour.

• Every person has a uniquetongue print.

• An average human scalp has100,000 hairs.

• It takes 17 muscles to smileand 43 to frown.

• An average human drinksabout 72,000 litres of water ina lifetime.

• By age 60, most people havelost half of their taste buds.

• Each square inch of humanskin contains 6.15 metres ofblood vessels.

2. Tell students that all of thesestatements about the humanbody are true! Ask them to scoretheir papers to see how manyout of the ten statements theythought were true. Ask:

• What fact about the humanbody did you find mostsurprising?

• What part of the human bodywould you like to learn moreabout?

In this unit, you will• visualize while

you read• identify

characteristics of descriptive text pattern

• make connections while you listen

• identify characteristics of magazine articles

• expand sketchy writing

• learn about the human body

U02_S01_pg41.indd 41 3/5/07 11:21:04 AM

Prescribed Learning OutcomesENGLISH LANGUAGE ARTSOL: Oral Language R/V: Reading/Viewing W/R: Writing/Representing

OL A2: Use speaking to explore, express, and present a range of ideas,information, and feelings for different purposes and audiences

OL A3: Listen purposefully to understand ideas and informationR/V B5: Select and use strategies before reading and viewing to develop

understanding of text


INTRODUCING LEARNING GOALS

Have students turn to page 41 andgive them a brief time to view theillustration and read the learninggoals. Read the learning goals aloud.Ask students to identify words theyknow and talk briefly about eachgoal. Give students a few minutes todiscuss with a partner which goalthey think will help them the mostin developing their language skills.

LINKING INSTRUCTION TOASSESSMENT

Throughout the unit, theinstructional goals are linked toassessment in the following ways:

• Oral Language—You can use BLM 2: Oral Language TrackingSheet during this lesson and again whenever students are given the opportunity to discusscontent, skills, and strategiesrelated to this unit. Takingmultiple opportunities forassessment allows you to focus on a manageable number ofstudents at a time.

• Self-Assessment and PersonalGoals—As you review theinstructional goals with students,you may wish to introduce BLM 4:Self-Assessment Checklist andPersonal Goal Setting. Explain tostudents that they will have theopportunity to assess their ownprogress using BLM 4 as theylearn new strategies. At the end ofthe unit, students reflect on thestrategy that helped them themost and set a personal goal forfuture learning.

• Performance Task—Explain tostudents that they will demonstratestrategies they are learning in thisunit in a final task. In this task,outlined on BLM 17: PerformanceTask—Creating a MagazineArticle, each student will write andplan an article for a sciencemagazine. Students will work inpairs or small groups to discussthe drafts of their magazinearticles.

NEL 13Launching the Unit

Copyright © 2009 by Nelson Education Ltd. 71Nelson Literacy 5 Teacher’s Resource: The Human Body

BLM 2 Oral Language Tracking Sheet

Observation Period: Beginning of unit Middle of unit End of unit

Observe and record students’ ability to

• access and discuss prior knowledge and/or personal experiences they may have about the topic

• make connections while listening

• use content-specific vocabulary

Student Name Observations Follow-up

Copyright © 2009 by Nelson Education Ltd. 73Nelson Literacy 5 Teacher’s Resource: The Human Body

Strategies Always Sometimes Not Yet

1. I use visualizing to help me understand what I read.

2. I identify characteristics of descriptive text pattern to

help me understand what I read.

3. I expand sketchy writing to make my message clear.

4. I identify characteristics of magazine articles to help

me understand this media form.

5. I make connections while listening to help me

understand what I hear.

Reflecting Back

The strategy that has helped me the most is _____________________________________________

because ___________________________________________________________________________.

Looking Ahead

My new personal goal will be__________________________________________________________

__________________________________________________________________________________.

BLM 4 Self-Assessment Checklist and Personal Goal Setting

SMART Goals

Specific: My goals are well defined and easily understood by everyone.

Measurable: I can tell if I have achieved my goals.

Action-oriented: My goals can be achieved through doing.

Realistic: My goals will challenge me but I can meet them.

Timely: I have a time frame in which I will complete my goals.

Name: ________________________________________________ Date: ________________________

Unit: __________________________________________________

Copyright © 2009 by Nelson Education Ltd.88 Nelson Literacy 5 Teacher’s Resource: The Human Body

You have been asked by a publisher of a children’s science magazine to expanda sketchy piece of writing (see below). The article will be included in nextmonth’s issue of the magazine. The magazine is published for 9- to 11-year-olds.

Name: ________________________________________________ Date: ________________________

Page 1 of 2BLM 17 Performance Task: Creating a Magazine Article

What To DoPlan • Read the piece of writing below and think about how to expand it.

The hard surface of your nails helps to protect the tips of yourfingers and toes. Nails are made of keratin. How do your nails grow?Your nails have different parts, for example, the cuticle.Your nails are a pale pink colour.Your fingernails grow slowly.

• Decide on the message you want to communicate in your writing.• Do any research necessary to communicate your message clearly.• Think about which characteristics of magazines articles you want to include.

Draft• Use your research notes to write a draft of the magazine article.• Include a title, subtitle, and subheadings.• Create a rough layout of your article.• Show where you have included the characteristics of a magazine article.

Revise• Read your article out loud.• Think about your purpose and your audience:

– Are your ideas clearly explained?– Are the connections between ideas obvious?– Do your article’s characteristics make it fun, interesting, and easy to read?

Edit• Correct your grammar, spelling, and punctuation.

Publish• Copy out your article neatly, or input it on a computer and print it.• Create a final layout for your article by combining the text and visuals you

have prepared.

Present• Read your article to the class clearly and with expression.



Let’s Talk: HumanBody Match Up

INTRODUCING UNIT CONCEPTS

1. Let the class view Student Bookpages 42 and 43. Ask:

• What is the name of eachobject in the collage? (1) elasticband; 2) tree bark; 3) flowingwater; 4) bicycle pump; 5)computer chip; 6) frame of ahouse; A) human brain; B) bloodcells; C) heart/circulatory system;D) skin; E) human skeleton; F) muscles)

• How would you categorize the group of objects on theleft-hand page? the group of objects on the right-handpage? (things in the worldaround us; parts of the humanbody)

• What objects would you put ineach group? (things in the worldaround us—flowing water, bicyclepump, frame of a house, elasticband, computer chip, tree bark;parts of the human body—brain,skeleton, skin, heart, muscles,blood cells)

2. Ask students to jot down amatch between each ordinaryobject on the left-hand page and a part of the human bodyon the right-hand page. Tellthem to be prepared to justifytheir matches.

3. Let students discuss theirmatches in small groups.Encourage them to share thereasons for their matches.

4. Invite each group to share onematch with the class. Ask othergroups for a show of hands ifthey made the same match. Letstudents share their thinking iftheir matches differ from theother groups’. Possiblematches/explanations include:elastic band—muscles, both expandand contract; tree bark—skin, bothare protective coverings; computerchip—brain, both gather and sort

Human Body Match UpHuman Body Match UpLET’S TALK

1. stretched elastic band 2. tree bark

3. flowing water 4. bicycle pump 5. computer chip

6. house frame

NELThe Human Body42

U02_S02_pg42-43.indd 42 3/5/07 11:19:32 AM

Differentiated Instruction: ESL/ELL

The activities in this unit provide a high level of support for students as theyread linguistically challenging text. The use of graphic organizers before,during, and after reading and writing activities helps students keep themajor concepts in focus as they read and process new vocabulary, complexsentence structures, and text features. To further support language growth,use the following strategies:

• Keep the language of your questions and instructions simple.

• Know students’ academic and personal backgrounds. This informationis key to making programming decisions.

• Be cognizant that visualization and the use of vivid description maytrigger memories of traumatic events. Descriptive text such as “gutsfrom spilling out” (Student Book, p. 48) may be troubling for studentsfrom war-torn countries.

• Communicate with parents and/or guardians to ensure anunderstanding of overall expectations for the unit, and to put in contextthe activities that students will be discussing with them.


information; bicycle pump—heart,both push a substance intosomething else; frame of house—skeleton, both are supportingstructures; flowing water—red bloodcells, both are liquids.

TALKING ABOUT A MEDIA TEXT

Guide students in describing andthinking about the purpose and theaudience for “Human Body MatchUp.” Ask:

• These two pages are set up inan interesting way. Tell mewhat you notice about how thepages are set up. (there arephotographs of things you find ineveryday life on one side of thepage and parts of the human bodyon the other side of the page)

• Why do you think the pagesare set up this way? (to createinterest; to encourage readers tothink about how parts of thehuman body might be like thingsin the world around us)

• Why do you think this is agood way to introducestudents to a unit on thehuman body? (to make the pageinteresting, because matchinggames are fun; to challengestudents to think about similaritiesbetween two different things)

• If you had created thesepages, what other photographsof everyday things and partsof the human body would youhave included?

Read-AloudUse the Read-Aloud “The Amazing Human Body”andtheaccompanying questions inTransparencies for Teacher Modellingto further students’ understandingof systems and organs of the human body. The Read-Aloud alsomodels the strategy of visualizing.

Match the ordinary objects on the left to the parts of the body on the right.

A. brain B. blood cells

C. heart D. skin E. skeleton

F. muscles

NEL 43

U02_S02_pg42-43.indd 43 3/5/07 11:19:52 AM

Introducing Authors and Illustrators

The About the Authors/Illustrators feature boxes that accompany some ofthe lessons in this Teacher’s Resource provide opportunities for you andyour students to get to know the people behind the Student Bookselections. In these boxes, you can read about the personal backgroundsand professional practices of authors and illustrators and gain insight intothe creation of the stories and pictures in the Student Book.

In these boxes, authors and illustrators describe aspects of their lives in theirown words, creating a mix of standard biographical information andinteresting personal detail.

Learning about the varied career paths of authors and illustrators will exposestudents to a variety of career possibilities.

NEL 15Let’s Talk: Human Body Match Up


NEL 17Building Blocks

Building Blocks Student Book 5a, pages 44–47Understanding Reading Strategies


OL A6: Select and use strategies when listening to make and clarifymeaning, make predictions, and to listen for specifics

R/V B5, B6, B7: Select and use strategies before, during, and afterreading/viewing to develop understanding of text

R/V B6: Use strategies during reading/viewing to make connections

SCIENCE CONNECTIONLife Science—Human Body: Identify the organs and their functions in a human

body system.

About This SelectionThis informational explanation describes the basic structure and function of cells, tissues, organs, and organ systems in the human body.

Challenging vocabulary is defined in thecontext of this selection.

Instructional FocusVISUALIZINGVisualizing is the process of usingprior knowledge and personalexperience, along with detailsprovided by the writer, to createclear mental pictures as onereads in order to aidcomprehension.

Instructional ApproachTEACHER MODELLING/GUIDED PRACTICETransparency 6: Travelling Blood“Building Blocks” Student Book

5a, p. 44

Selection available on audio CD.

Easy Average Challenging

ACCESSIBILITY

What Research Says about Visualizing

The term visualizing implies seeing pictures. Proficient readers create imagesfrom all of their senses when they read.(Harvey, 2000)

ASSESSMENT FOR LEARNING

Differentiated Instruction

If students do not understand,• use Visualizing (see Differentiated

Instruction: Extra Support, p. 19)

Assessment

Key Assessment Questions• What numbers or measurements (details) in the text helped

you to create a picture in your mind?• What connections did you make between the text and what

you already know?• What descriptive words helped you to create pictures in

your mind?• What connections did you make between the text and your

personal experiences?• What comparisons did you use to create clear pictures in

your mind?• How does visualizing help the reader understand what

is read?

Assessment ToolsBLM 2: Oral Language Tracking SheetBLM 3: Small-Group Observation Tracking SheetBLM 5: Strategy Rubric Strip—Visualizing

Ongoing Observation

Students who understand will• use details to help them create

a picture in their minds• make connections to what they

already know• use descriptive words to help

them create pictures in theirminds

• make connections to personalexperiences

• use comparisons to help themcreate clear mental pictures

• explain how visualizing helpsthe reader understand what isread



Teacher ModellingUse Transparency 6: TravellingBlood and its related teacher notes in Transparencies for TeacherModelling to model how readers use visualizing.

BeforeBUILDING BACKGROUNDKNOWLEDGE

1. Ask students to listen as youread aloud the followingdescriptive passage about thebasic unit of life—the cell.

• Just about every living thingon Earth is made of cells.Most organisms contain manyof them. Cells work togetherto keep us healthy and alive.Cells are very small and canonly be seen through amicroscope. The largest onein a human is about thediameter of a human hair. Thesmallest is one-tenth thediameter of a human hair.Placed end to end, the averagenumber of cells in a 10-year-old’s body would stretcharound the Earth about 23times. If you could count thecells in your body, it wouldtake you over 1300 years tocomplete the task.

2. Tell students that creatingpictures in their minds whilethey listen helps them tounderstand what they hear. Ask:

• What pictures did you createin your mind as you listenedto the passage?

3. Discuss with students how it canbe hard to visualize something ifthey don’t understand one ormore of the descriptive wordsused. Clarify any unknownwords with students. Point outthat they can also create picturesin their minds while they arereading to help themunderstand the text.

VisualizingVisualizing, or creating pictures in your mind, can help you understand what you read. Good writers give you details to help you create clear pictures in your mind.

Your body is made up of about 100 trillion tiny bits of living material called cells. Each cell is a building block of the body. Many millions of cells make up each body part. Most cells are tiny. About 40 000 red blood cells can fit inside this letter O.

Not all cells are alike. Cells have many different shapes because they have many different jobs to do. Bone cells support your body. Nerve cells send messages to, from, and inside your brain. Muscle cells tighten and relax so that you can move.

The cells in your body are so small that you cannot see them without a microscope. Each cell is actually alive—taking in food and getting rid of wastes.

readingUnderstanding

strategies

by Melvin Berger and Gilda Berger

Your body contains about 200 different kinds of cells.

Look for details, such as numbers, that help you create a picture in your mind. Thinking about 40 000 cells fitting in a letter O can help you understand how tiny cells are.

bone cellbone cell

red blood cells

Make connections to what you already know. Picture an object you know that is about 100 cm long; that’s longer than a baseball bat. The longest cells in the body are the

nerve cells. They can be 100 cm long.

NELThe Human Body44

U02_S03_pg44-47.indd 44 3/5/07 11:34:12 AM

Vocabulary

circulatory related to the movement of blood from the heart through thebody and back to the heartdigestive related to changing food into liquid, absorbing the useful partsinto the blood as nourishment, and getting rid of the restintestines two tube-like parts of the digestive system below the stomachmuscular related to the tissue that can expand and contract to make thebody movenervous related to the brain and the nerves, which control all of thefunctions of the bodyplasma the clear, almost colourless part of human bloodrespiratory related to breathing

Strategy Tip: Look for the base wordTell students that as they come across an unfamiliar word, they should lookto see if they can recognize a base word inside the word. Write the wordmuscular on the board. Ask:

• Is there a part of this word that you know? (muscle)

• What do you think the word muscular might mean?



DuringINTRODUCING THE TEXT

1. Give students a few minutes tolook at the title and illustrations.Ask:

• What do you think you aregoing to read about?

2. Direct students to readUnderstanding ReadingStrategies with you. Tell themthat they will be learning to usethe strategy of visualizing whilethey read this informationalexplanation.

READING/VIEWING ANDDISCUSSING THE TEXT

1. Invite students to read both thefirst paragraph and the firststicky note on Student Bookpage 44. Ask:

• What picture do you see inyour mind when you read thewords “building blocks”?

• What do you see in yourmind’s eye when you read that40,000 red blood cells can fitinside the letter “O”?

2. Let students read the secondand third paragraphs. Ask:

• What picture comes to mindwhen you read the word “cell”?

• What are some differentshapes of cells that you canimagine as you read theseparagraphs?

3. Encourage students to readSpeedy Facts 1 and 2 and look atthe accompanying illustrations.Directs students’ attention to thesecond sticky note on page 44.Ask:

• How are these microscopicpictures of bone, blood, andnerve cells different from orsimilar to the shapes youimagined cells might be?

Since cells are so tiny, huge numbers of similar cells work together to do one kind of job. Such groupings of cells are called tissues.

You have four main kinds of tissues in your body. Muscle tissues tighten and relax to move different body parts. Nerve tissues carry signals from one part of your body to another. Epithelial (ehp-uh-THEE-lee-uhl) tissues form your skin and the linings of your mouth, lungs, stomach, and other body parts. Connective tissues join together and support various parts of your body. Your bones and blood are examples of connective tissue.

In 1665, Robert Hooke observed a slice of cork under a microscope. He was the first to call the holes with walls that he saw cells.

Blood is a kind of connective tissue that is made of blood cells floating in a liquid called plasma.

The tissue that lines the lungs is only one cell thick.

NEL 45

U02_S03_pg44-47.indd 45 3/5/07 11:34:21 AM

➜ CONTINUED

Differentiated Instruction: Extra Support

VisualizingAsk students to imagine that they are all medical students who want tobecome doctors. Tell them that you are going to read them a passage thatdescribes a very important organ system in the human body. As you readthe passage aloud, ask students to raise their hands if they have a mentalpicture forming in their minds and can share it aloud. Say:

• Underneath your skin there is a very important organ system: yourmuscles. Muscles are attached to your bones to pull the bones andmake your body move. When you want to lift something or go for arun, your brain sends and receives signals through your nervoussystem that tell your arm or legs to work. How much work happensdepends on how active you are. Your diaphragm, heart, and intestinesare also part of this organ system, but you don’t have to think aboutthem to make them work. You breathe, your heart pumps blood, andyou digest food automatically without thinking about making thesetypes of muscles work.


• What object did you visualizethat is about 100 cm long?(metre stick; walking cane or stick;baseball bat)

4. Let students read the Tissuesheading on Student Book page45. Ask:

• What do you visualize whenyou read the word “tissues”?(something to wipe your nose with)

5. Ask students to read the bodytext on page 45. Ask:

• How does what you visualizedwhen you read the word“tissues” compare with whatthis section of the text isabout? (very different; the text isabout groups of similar cellsworking together)

Say:

• Sometimes what we visualizemay not be exactly what thetext is about, although theremay be similarities. It isimportant to think aboutsimilarities between what youvisualize and what the text isabout, because this will helpyou understand what you read.

6. Instruct students to read SpeedyFacts 3, 4, and 5 on page 45 andto look at the accompanyingillustrations. Ask:

• What picture comes to mindwhen you read the word“cell?” (a small room like aprison cell)

• How are the illustrations ofcells similar to yourvisualization of one? (they areboth small)

7. Ask students to read theheading, the body text, thesticky note, and Speedy Facts 6and 7 on page 46. Ask:

• What kind of “pump” do youpicture in your mind? (bicyclepump; water pump)

• What descriptive words on thispage help you create picturesin your mind? (largest organ; 50 organs)

The largest organ is the skin. You couldn’t survive without skin. It protects your organs from the outside world and it also helps control the temperature of your body.

Some organs, such as the eyes and ears, are on both the left and right sides of the body and look almost exactly alike. When you look at your face in a mirror, can you spot any small differences in how your eyes look? Fold a photo of yourself in half. Hold the half photo up to a mirror so that both sides of your face are exactly the same. Notice how your face suddenly seems different!

Use descriptive words to help you create pictures in your mind. How does the word “pump” help you picture how the heart moves blood?

Two or more kinds of tissues that work together to do a certain job form an organ. Your heart, for example, is an organ made up of muscle tissue, nerve tissue, and connective tissue. Its job is to pump blood throughout the body.

The human body has about 50 organs, including the eyes and the skin. Organs inside your body include the heart, brain, stomach, and intestines.

NELThe Human Body46

U02_S03_pg44-47.indd 46 3/5/07 11:34:27 AM

Differentiated Instruction: ESL/ELL

Prior to reading the selection, you may want to use the following strategieswith English language learners:

• Display a diagram or an outline that shows the big concepts, such as“groups of organs work together to form organ systems” or “two ormore kinds of tissues that work together to do a certain job form anorgan.” Visuals and organizers used during prereading activities allowstudents to focus on the guided reading discussion without losing sightof the major concepts.

• Students may be quite adept at using visualization in their firstlanguage. However, to ensure that they understand what they are beingasked to do, develop a web of words and phrases that mean the sameas visualize, such as picture in your mind, create mental images, anduse your mind’s eye.

• Use vocabulary strategy tips such as looking at base words, prefixes,and suffixes to increase students’ comprehension.

• Remind students that sometimes knowing a word in their first languagecan help them make sense of an English word.




8. Ask students to read page 47.Ask:

• What mental images come tomind when you read the words“skeletal” and “muscular”?(skeleton, muscles)

• Have you ever heard aboutsomeone being “put on arespirator”? What do youthink the respirator helps theperson to do? (breathe)

9. Instruct students to read SpeedyFact 8 and the sticky note nextto it on page 47. Say:

• What do you visualize whenyou think about your stomachmuscles churning? (my musclesbumping into each other)

• How does connecting yourreading to personalexperience help you tovisualize? (it helps me to get aclear picture in my mind)

10. Direct students’ attention to thesecond sticky note on page 47.Ask:

• How does the writers’ use ofcomparative speeds help youvisualize the speed of a signalthrough the nervous system?(you can’t see a signal movingthrough the nervous system, but bycomparing it to something you cansee move—such as a speedingcar—you can imagine how fastthe signal moves)

Groups of organs work together to form organ systems. Each system carries out a major function. There are 12 organ systems in the human body. They all work together. Examples include the skeletal, muscular, digestive, circulatory, respiratory, and nervous systems.

The digestive system digests the food you eat. Among its organs are the stomach, small intestine, and large intestine. These organs change food into a form that the cells can use for growth, repair, and energy.

Use comparisons to help you create a clear picture. The writer compares how fast nerve signals travel to how fast a car can go.

Signals can speed through the nervous system as fast as 322 km/h.That’s like travelling in a speeding car.

HOW FAST DO NERVE SIGNALS TRAVEL?

50 100 150 200 250 300 350 400 450 500 550 600

fastest train515 km/h

fastest car386 km/h

nerve signal322 km/h

fastest horse69 km/h

fastest human37 km/h

kilometres per hour

Make connections to personal experiences. Think about how your stomach rumbles when you are hungry. Use that feeling to visualize your stomach muscles churning.

Hunger pains are what you feel when your stomach is empty and the stomach muscles are churning.

the chest

NEL 47

U02_S03_pg44-47.indd 47 3/5/07 11:34:34 AM

Word Study

Using a Pronunciation Guide1. Direct students to look for the pronunciation guide for epithelial on

Student Book page 45. Read the word together. Ask:

• How did the guide help you pronounce this word? (spells word the wayit sounds; separates word into syllables)

2. Invite students to find five multi-syllable words in “Building Blocks.”Instruct them to create a pronunciation guide for each word and tochallenge classmates to pronounce the words.

3. Print (ep•i•th-e´li•ul) on the board. Show students how a dictionary mightuse different symbols to show pronunciation of a word. Discuss thesimilarities and differences between the two pronunciation guides.(Similarities: pronunciation guide is in brackets; word is separated intosyllables; Differences: dictionary version uses long e mark and uses anupside down e to indicate “uh” sound.)

You may wish to use Word Study Master 1.



AfterThese questions and activities givestudents the opportunity to shareand consolidate their learning aboutvisualizing. You may use BLM 2:Oral Language Tracking Sheet andBLM 3: Small-Group ObservationTracking Sheet to track studentprogress through the unit.

REFLECTING ON THE STRATEGY

Revisit the strategies for visualizing.Ask:

• What do writers use to helpyou create a clear picture in your mind? (numbers;comparisons; descriptive words)

• Think about your readingwhen you visualize comparedto your reading when youdon’t. How are they different?(visualizing slows down yourreading because you are payingattention to details, but it alsomakes it more fun because youimagine what things look like)

ORAL LANGUAGE: DISCUSSINGTHE TEXT

1. What is one fact that youlearned about the human bodyfrom this selection that youdidn’t know before?

2. The human body has about 50 organs. Name five of them.(ears; eyes; nose; stomach; heart;lungs; brain; intestines; skin;kidneys; liver)

READING/VIEWING: ORGANSYSTEMS

Let students read a variety of textsabout the major organs of therespiratory, circulatory, digestive, ornervous systems. Have them makenotes and highlight the details inthese texts that help them visualize.

Checking Progress

Key Assessment QuestionsStudents may respond to the Key Assessment Questions either in writing or orally in aconference. Ask:• What numbers or measurements (details) in the text helped you to create a picture in your

mind?• What connections did you make between the text and what you already know?• What descriptive words helped you to create pictures in your mind?• What connections did you make between the text and your personal experiences?• What comparisons did you use to create clear pictures in your mind?• How does visualizing help the reader understand what is read?

Record individual progress on BLM 5: Strategy Rubric Strip—Visualizing.

Next Steps

For students who need extra support with understandinghow to visualize, use “Sickening Skin” in Student Book 5a,pp. 48–49, for guided reading.

For students who understand visualizing, use “SickeningSkin” in Student Book 5a, pp. 48–49, for independentpractice.


Strategy Rubric Strip: VisualizingA full-size version of this rubric, suitable for recording assessments, is provided on BLM 5.

• with limited effectiveness






• with some effectiveness






• with considerableeffectiveness






• with a high degree ofeffectiveness






• uses details to help themcreate a picture in their minds

• makes connections to whatthey already know

• uses descriptive words to helpthem create pictures in theirminds

• makes connections topersonal experiences

• uses comparisons to helpthem create clear mentalpictures

• explains how visualizing helpsthe reader understand what isread

• with limited effectiveness • with some effectiveness • with considerableeffectiveness


Cross-Curricular Application• applies the skills involved in

visualizing in other areas ofthe curriculum

Not Yet WithinExpectations

Meets Expectations(Minimal to Moderate)

Fully MeetsExpectations

ExceedsExpectations

Criteria


NEL 23Sickening Skin

Sickening Skin Student Book 5a, pages 48–49Applying Strategies


OL A2: Use speaking to explore, express, and present a range of ideas,information, and feelings for different purposes and audiences

R/V B5, B6, B7: Select and use strategies before, during, and after reading to develop understanding of text

R/V B6: Use strategies during reading/viewing to make connectionsW/R C7: Use strategies after writing/representing to check work against

established criteria

SCIENCE CONNECTIONLife Science—Human Body: Identify the organs and their functions in a human

body system.

About This SelectionThis highly descriptive informational explanation describes the differentlayers and purposes of skin.

The straightforward text, together with theillustration, make this selection accessible tomost students. New vocabulary is explainedin context.

Instructional FocusVISUALIZINGVisualizing is the process of usingprior knowledge and personalexperience, along with detailsprovided by the writer, to createclear mental pictures as onereads in order to aidcomprehension.

Instructional ApproachGUIDED OR INDEPENDENTREADING/VIEWING“Sickening Skin” Student Book

5a, p. 48Guided and Independent Reading

Kit

Selection available on audio CD.

Easy Average Challenging

ACCESSIBILITY

Reflecting on Your Practice

How would teaching my students the strategy of visualizing aid their comprehension in content areas such as Science and Social Studies?


Differentiated Instruction

If students do not understand,• provide extra support in a guided

reading lesson (see DifferentiatedInstruction: Guided Practice, p. 25)

• use Sketch-to-Stretch (seeDifferentiated Instruction: ExtraSupport, p. 25)

If students find this text difficult toread,• use a guided practice approach,• allow them to listen to the text on

the audio CD, or• choose an alternative selection

from your school collection

Assessment

Demonstration Task, p. 27

Key Assessment Question• How did visualizing help you understand “Sickening Skin”?

Assessment ToolsBLM 2: Oral Language Tracking SheetBLM 3: Small-Group Observation Tracking SheetBLM 4: Self-Assessment Checklist and Personal Goal SettingBLM 5: Strategy Rubric Strip—Visualizing

Ongoing Observation

Students who understand will• use details to help them create

a picture in their minds• make connections to what they

already know• use descriptive words to help

them create pictures in theirminds

• make connections to personalexperiences

• use comparisons to help themcreate clear mental pictures

• explain how visualizing helps thereader understand what is read



BeforeACCESSING PRIOR KNOWLEDGE

1. Tell students that they are goingto read an informationalexplanation about human skin.Encourage them to think aboutwhat they already know abouthuman skin.

2. Have students make a two-column chart entitled My SkinVisualization. Tell them to labelthe first column I See and thesecond column I Feel. Askstudents to visualize what theymight see or feel when theythink of the word skin andrecord their visualizations in theappropriate columns.

DuringINTRODUCING THE TEXT

1. Let students preview theselection. Invite them to add totheir visualization charts.

2. Direct students to ApplyingStrategies on Student Book page 48 and read it aloud tothem. Ask:

• How will using thesereminders help you tounderstand “Sickening Skin”?(numbers will help me visualizethe amounts and sizes of things;using descriptive words andcomparisons will help me createclear pictures in my mind; makingconnections to my own knowledgeand experiences will improve myunderstanding)

READING/VIEWING THE TEXTINDEPENDENTLY

Have students read to the end of the text independently, usingvisualization to aid comprehension.Provide students with sticky notes to mark places in the textwhere visualization helped themunderstand what they were reading.

If you could shrink down and explore the surface of your skin, you’d find a strange surface like nothing on Earth. Now let’s zoom in for a closer look at the two main parts of the skin: the epidermis and the dermis.

Skin is like … a snug-fitting blanket. It’s a tough world, and you need something to hide under (and to keep your guts from spilling out everywhere). On humans, skin is at its thickest on the soles of your feet and its thinnest on your eyelids.

Skin is like … the ultimate thermos mug. It keeps you cool when it’s hot, and it keeps you from losing heat when it’s freezing outside.

Best of all, skin is like a layer cake! That’s right, it comes in layers. The epidermis is the outer layer of your skin. Most of it is made of dead cells that flake off.

Written by Jeff SzpirglasIllustrated by Michael Cho

hair follicle

sebaceous gland

Applying StrategiesVisualizingAs you read, remember to use visualizing to increase your understanding.

• Look for details that help you create a picture in your mind.

• Make connections to what you already know.

• Use descriptive words to help you create pictures in your mind.

• Make connections to personal experiences.

• Use comparisons to help you create a clear picture.

NELThe Human Body48

U02_S04_pg48-49.indd 48 3/5/07 11:02:41 AM

Vocabulary

regenerates grows back new tissue that has been lost or injuredthermos a special kind of bottle used to keep food or drinks hot or coldultimate the greatest or best

Strategy Tip: Use the meaning of prefixes : “re”Tell students that some words consist of two parts: the base and a prefix.The base is the part of the word that contains the basic meaning of theword. A prefix is a word element that is placed in front of a base word. Aprefix changes the word’s meaning or makes a new word. Write the wordregenerate on the board. Ask:

• What is the base word? (generate)

• What does generate mean? (to make or to produce)

• What is the prefix? (re-)

• What does the prefix “re-” often mean? (back or again)

• What does regenerate mean? (to produce again)


OR FOR THOSE STUDENTS WHO

NEED ADDITIONAL SUPPORT

DIFFERENTIATED INSTRUCTION:GUIDED PRACTICE

1. Read the introduction onStudent Book page 48 tostudents. Ask:

• What does the writer do tohelp you visualize the surfaceof your skin? (compares theskin’s surface to the land of anunearthly place)

• How does the illustrationreinforce the idea of zooming in on the skin? (itshows a rocket ship and a spaceexplorer, to make it look like thereader is walking on the skin and exploring it)

2. Ask students to read the firstparagraph on page 48. Ask:

• What does the writer compareskin to in this paragraph? (asnug-fitting blanket)

• What pictures do you create in your mind as you read thedescriptive words in thisparagraph? (skin keeping gutsfrom spilling out; thick skin on the soles of feet; thin skin oneyelids)

• What does this paragraph tellyou about the function ofskin? (it’s a protective layer onalmost every part of the outside of the human body)

3. Invite students to read thesecond paragraph on page 48.Ask:

• What does the writer compare skin to in thisparagraph? (a thermos mug)

4. Ask students what they think“thermos” means and clarifythe meaning.


Underneath, an army of new epidermal cells is waiting to take over. Your skin regenerates, or renews, itself from top to bottom in about 28 days.

The second layer is the dermis, which is thicker than the epidermis. The dermis holds sweat and oil glands as well as hair follicles (where hairs sprout from). The sebaceous glands, or oil glands, make sebum. Sebum is a greasy substance that covers your body to keep water out. Yup. You’re covered with the stuff. Just try pressing your nose against a window and you’ll see for yourself.

Reflect onStrategies: What comparisons in the article helped you to visualize skin?

Critical Literacy: Think about the title, illustration, and voice in this article. What do you think is the writer’s purpose? Who do you think is the writer’s audience?

• In one hour, humans can shed as many as 1000 skin cells per square centimetre of skin.• In one year, a six-room house

collects about 18 kg of dust.• In one lifetime, a single person can shed up to 18 kg of skin.Thank you for your kind donation

to the floor.

A message from the International Order of Dust Mites (IODM).

Here’s a little secret: about 90% of dust is

made from human skin. Those dusty desktops,

the dust bunnies under your bed, even the

little cloud that rises as you plop onto the

sofa … they’re all there thanks to you!

sebum

epidermis

sweat gland

blood vessels

dermis

NEL 49

U02_S04_pg48-49.indd 49 3/5/07 11:02:44 AM

➜ CONTINUED

Differentiated Instruction: Extra Support

Sketch-to-StretchExplain to students that visualizing a picture in their minds whilethey read is like “brain TV.” Choose a passage of text to read aloudto students. When you are finished reading, ask students to sketchan event or idea from the selection. Remind students that this is aquick doodle, not a finished piece of artwork. Give students aboutone minute to complete their sketches and then let them sharethem with a partner or a small group. Ask students to describe theirsketches and explain why they decided to sketch the part of thetext that they did.



5. Tell students to read the lastparagraph on page 48. Ask:

• What does the writer compareskin to in this paragraph? (alayer cake)

• How does this comparisonhelp you create a clear picturein your mind? (helps me realizethere is more to my skin than itssurface, just like there is morethan one layer to a layer cake)

6. Let students read the body texton page 49. Ask:

• How does the writer’sdescription of new epidermalcells as “an army” help youvisualize this part of theepidermis? (makes me think of a lot of soldiers ready to takeover when the dead cells of theepidermis flake off)

• Did you know the word folliclebefore you read this text?How can you figure out whatit means? (by looking at thelabelled diagram; by reading theexplanation in parentheses afterthe word follicles)

• What would you see on awindow if you pressed yournose against the glass? (agreasy nose print)

7. Have students read the boxtitled “Skin Pollution” at thetop of page 49. Ask:

• Where do you find dust inyour house? (on furniture;under furniture; in corners)

• What number helps youpicture the amount of humanskin that is in dust? (90 percentof dust is human skin)

• What do you think the other10 percent of dust is made upof? (pet or human hair; pollen;sand; dirt)

8. Tell students to read the boxtitled “Dust …” to learn moreabout dead skin and dust. Ask:

• What numbers andmeasurements does the writer use to help you picturethe number of skin cells ahuman sheds? (humans canshed 1000 skin cells per squarecentimetre of skin per hour)

• What do you know of thatweighs about 18 kg? (a big bagof potatoes weighs about 10 kg, sotwo bags of potatoes would weigha little more than 18 kg)

AfterThese questions and activities givestudents the opportunity to shareand consolidate their learning aboutvisualizing. You may use BLM 2:Oral Language Tracking Sheet andBLM 3: Small-Group ObservationTracking Sheet to track studentprogress through the unit.

REFLECTING ON THE STRATEGY

1. Revisit the visualizing chart fromthe Before activity. Invitestudents to add to their charts.

2. Read aloud the Strategiesquestion on Student Book page 49 and give students a fewminutes to discuss responseswith a partner. Then ask them toshare their responses with theclass. Possible responses includeskin surface is like unearthlyterrain; skin is like a snug-fittingblanket; skin is like the ultimatethermos mug; skin is like a layercake; new epidermal cells are like anadvancing army.

3. Read the Critical Literacyquestions on page 49 to studentsand let them respond. Apossible response is to inform 9- to 11-year-olds about skin. Ask:

• Why do you think the writer’saudience is 9- to 11-year-olds?(they are interested in the “gross”facts and in statistics abouthuman skin)

• What are some examples oflanguage from the text that 9- to 11-year-olds would like?(to keep your guts from spillingout everywhere; 90 percent of dustis made of human skin)

ORAL LANGUAGE: DISCUSSINGTHE TEXT

1. Name the two layers of humanskin and tell what is in eachlayer. (epidermis is made of deadskin cells and new cells; dermiscontains sweat, oil glands, and hair follicles)

2. How does your skin help toregulate your temperature? (skinkeeps you cool when it’s hot; keepsyou from losing heat when it’sfreezing outside)

3. What fact about human skin didyou find surprising orinteresting? Why?

ORAL LANGUAGE: OUTER ARMOUR

Let students work in small groups to discuss why their skin needsprotection when they participate ina particular sport and how theyprotect it. Invite each group toreport back to the class about itsdiscussion.

WRITING/REPRESENTING: FOUND POEM

Ask students to write a found poem using text from “SickeningSkin” or “Building Blocks.” Explainto students that found poems arecreated from bits of another piece of text along with the writer’s ownwords. Writing a found poemrequires them to select words,phrases, and lines with strongdescriptive qualities to create theirpoems. Remind students to storetheir poems in their writing folders.

DIFFERENTIATED INSTRUCTION:

GUIDED PRACTICE



Word Study

SimilesInvite students to find three things skin is compared to on Student Bookpage 48. Record their responses on the board. (snug-fitting blanket; thermosmug; layer cake) Ask:

• What word is used to make the comparison to skin? (like)

• What do we call a comparison that begins with “like” or “as”? (simile)

You may wish to use Word Study Master 2.

Checking Progress

Demonstration TaskDirect students to make a chart with three columns. In the first column, The Text Says, studentswrite an example of a number or measurement, an example of a descriptive word, and anexample of a comparison from “Sickening Skin” that prompt visualization. In the second column,What This Makes Me Think Of, students explain the connection between their knowledge orexperiences and the words they listed in the first column. In the third column, I Visualize, theysketch what they see in their minds when they read the words they listed in the first column.

Key Assessment QuestionStudents may respond to the Key Assessment Question either in writing or orally in aconference. Ask:• How did visualizing help you understand “Sickening Skin”?

Record individual progress on BLM 5: Strategy Rubric Strip—Visualizing.

Next Steps

Use the following resources to give students furtheropportunities to practise their reading strategies in smallgroups, independently, or in literature circles.

Nelson LiteracyGuided and Independent Reading Kit

#5 Well Below: Food Factory#6 Easy: Video Pills: Science That’s Easy to Swallow#7 Average: Your New ID#8 Challenging: Bacteria!

Other Nelson ResourcesBoldprint 5: Head to Toe: The Human Body Power Magazine, Volume 4: BasketballPower Magazine, Volume 5: Rescue Missions


Strategy Rubric Strip: VisualizingA full-size version of this rubric, suitable for recording assessments, is provided on BLM 5.

























• uses details to help themcreate a picture in their minds

• makes connections to whatthey already know

• uses descriptive words to helpthem create pictures in theirminds

• makes connections topersonal experiences

• uses comparisons to helpthem create clear mentalpictures

• explains how visualizing helpsthe reader understand what isread

Student Self-AssessmentEncourage students to think back to their learning with “Building Blocks”and “Sickening Skin” and reflect on their ability to use visualizing as areading comprehension strategy. Ask them to describe, while conferencing

with you or a peer, how they might have used this strategy in other subjectareas. Then direct them to check off the appropriate box on BLM 4:Self-Assessment Checklist and Personal Goal Setting.

• with limited effectiveness • with someeffectiveness



Cross-Curricular Application• applies the skills involved in

visualizing in other areas ofthe curriculum

Not Yet WithinExpectations

Meets Expectations(Minimal to Moderate)

Fully MeetsExpectations

ExceedsExpectations

Criteria


sample material from the human body unit. - nelson bc tr uniflip...sample material from the human...

Documents